| Autor: |
Chabrera, C., Aldomà, M., Bazo-Hernández, L., Faro, M., Farrés-Tarafa, M., Gil-Mateu, E., Gómez-Ibáñez, R., Insa, E., Medel, D., Peñataro-Pintado, E., Puiggrós-Binefa, A., Rascón, C., Sarria-Guerrero, J. A., Ricart, M., Suris, C., Fernández, P., Rodríguez, E. |
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| Zdroj: |
Nursing Forum; 2/19/2024, Vol. 2024, p1-10, 10p |
| Abstrakt: |
Background. Simulation-based education has been incorporated into nursing curricula as an educational strategy. However, its implementation has not yet been standardized in different regions. Purpose. The aim of this study is to describe simulation-based education in the nursing curricula in Catalonia and Andorra. Methods. An exploratory cross-sectional study was conducted in 2019 in which 16 universities participated. Results. The median dedication to clinical simulation in the nursing studies was 287.5 hours, with variations between universities (ranging from 24 to 516 hours). The dedication for the low-medium fidelity simulation was 89.4 hours (SD ± 58.3) and 26 hours (SD ± 17) for the high-fidelity simulation. All the universities had qualified teaching staff and facilities. Conclusions. There is variability in the implementation and use of simulation-based education among universities. However, there is consensus on its usefulness in nursing curricula. To integrate simulation training into the nursing curriculum, it is necessary to establish convergent simulation standards in higher education. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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